Catharine Veronica Perez Meissner

• Meissner, Catharine & Munden, Juliet Hilary (2025). Reading Lists in Teacher Education: An Empirical Study of a “Very Prosaic” Genre. Nordic Journal of Literacy Research. 11(1), s. 108–124. doi: 10.23865/njlr.v11.6406. Fulltekst i vitenarkiv Vis sammendrag

  The reading list in higher education has received little research attention, despite the widespread assumption that it is essential for student learning. To find out more about this apparently prosaic genre, we gathered reading lists from English didactics modules in teacher education at six universities. We then interviewed the teacher educators involved in compiling and using these lists in order to explore their perspectives on the list’s purpose, compilation and use. Our findings show that teacher educators take into account their students’ commitment and ability to read and make sense of didactic texts when they choose what to include on the reading list. Furthermore, they are concerned with developing a didactic design that promotes interaction with these texts. We discuss what types of texts are deemed appropriate to include and the use that is made of them as a mark of the teacher educators’ self-perceived competence within the field of English didactics.

• Munden, Juliet Hilary & Meissner, Catharine (2024). Educators’ and Authors’ Perspectives on Professional Textbooks for Teacher Education. I Anichini, Alessandra; Garcia, Tania Braga; Pestellini, Francesca; Guilherme, Romanelli & Rodriguez, Jesùs (Red.), Disciplinary and Trans-Disciplinary Knowledge and Skills for an Uncertain Future: Are Educational Media up to It?" - Iartem-2022-Florence-proceedings. IUL Press. ISSN 9791281278165. s. 517–526. Fulltekst i vitenarkiv
• Munden, Juliet Hilary & Meissner, Catharine (2022). Professional Textbooks in English Didactics: Authors' perspectives. I Dypedahl, Magne (Red.), Moving English language teaching forward : Festschrift in honor of Ragnhild Elisabeth Lund. Cappelen Damm Akademisk. ISSN 9788202769307. s. 219–247. Fulltekst i vitenarkiv Vis sammendrag

  This chapter is based on interviews with fifteen authors whose professional textbooks in English didactics are currently on the reading lists for the fiveyear teacher education programme in Norway called the lektor programme. The chapter starts by defining the genre of the professional textbook, and reviewing relevant research and terminology, before describing the digital interview and transcription processes. Of the many topics raised in the interviews, the following are highlighted in this chapter: the ways in which authors select their writing and publishing partners; how they address their intended reader; how they relate to perceived conventions about what sort of texts belong in a professional textbook; the reasons why student teachers need textbooks; and the varying emphasis placed on different kinds of knowledge: research, theory, repertoire and contextualisation in relation to the current school curriculum. The chapter ends with a summary of the authors’ predictions for the genre, and a discussion of the role that the national accreditation system, CRISTIN, should, but does not yet, play in ensuring the vitality and quality of textbooks in both English didactics and other professions.

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• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Vis alle 38 forfattere av denne artikkelen] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Fulltekst i vitenarkiv
• Munden, Juliet Hilary & Meissner, Catharine (2022). Professional textbooks in subject English. Fulltekst i vitenarkiv
• Meissner, Catharine (2022). The reading list as a literacy practice. Fulltekst i vitenarkiv
• Meissner, Catharine & Munden, Juliet Hilary (2022). Educators’ and authors’ perspectives on professional textbooks for teacher education. Fulltekst i vitenarkiv

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